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Page 53 text:
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Page 52 text:
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Q59 READ Tl-ES WRITE NCDW English . . . to most ot us the word brings to mind various parts ot speech and seemingly uncomprehendable lit- erature. Whether enrolled in a general or advanced course, we each struggled at times to meet the requirements ex- pected ot us in order to graduate or be promoted to the next grade level. Using the written mode ot dis- course , we tackled blank paper with pen to produce an assigned story or journal entry. Although everyone grumbled and complained, some ot us actually began to enjoy this task. Put- ting thoughts and teelings on paper provided a release trom the pressures ot the day. Conjunctions, dangling participles, clauses, and complex sentences bog- gled our minds. Standing at the chalk board attempting to diagram a sen- tence became our routine. We could always whisper to our classmates tor help when the teachers back was turned. Ct course, there was no guar- antee our triends would supply the cor- rect answer either. With grammar behind us tor the time being, we lunged into the works ot such tamous authors as Edgar Allan Poe and William Shakespeare. Okay, so sometimes their works seemed spa- cey, but reading them gave us the op- portunity to see the world through an- other's eyes. Also, we had the chance to pertorm on video tape as we drama- tized works ot literature or pertormed original creations. English, when approached positvely, broadened our minds and ideas. lllllallllifll Peer evaluation. A vital step in the writing process is receiving feedback from others as Lisa Melvin and Charles Davenport do here.
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Page 54 text:
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Q9 O LJJLJIIIIIIIIIII These are the facts. Hlstory teacher Sonny Ba- slnqer explains the who, whai, where, and when to hxs class. I e I IT'l The verdict. Arnencan history teacher Larry Wheeler informs a concerned student of her test grade. , - .
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